The Role of Non-Academic Factors in the Academic Success of College Students with Learning Disabilities

Successful transition to postsecondary education for students with learning disabilities requires application of both academic and non-academic skills to meet the increased demands of the college environment. While academic skills are often of primary consideration, this article addresses critical n...

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Bibliographic Details
Published inLearning disabilities (Pittsburgh, Pa.) Vol. 17; no. 2; pp. 77 - 82
Main Authors Madaus, Joseph W, Faggella-Luby, Michael N, Dukes, Lyman L., III
Format Journal Article
LanguageEnglish
Published Learning Disabilities Association of America 2011
Subjects
Academic Achievement
College Environment
College Students
Higher Education
Learning Disabilities
Postsecondary Education
Self Advocacy
Self Determination
Self Efficacy
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Summary:Successful transition to postsecondary education for students with learning disabilities requires application of both academic and non-academic skills to meet the increased demands of the college environment. While academic skills are often of primary consideration, this article addresses critical non-academic factors that impact the academic success of college students with learning disabilities. These include, but are not limited to, self-efficacy and self advocacy, two foundational components of the global concept of self-determination. This article presents a brief summary of key issues in the existing literature related to these component skills, as well as a sampling of related student perspectives. Implications for practice and existing research are also presented that address improving self-efficacy perceptions and self-advocacy skills of postsecondary students with learning disabilities.
ISSN:1046-6819